Math anxiety correlates negatively with math achievement, grades, enjoyment, motivation, and amount of math taken¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q3
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The overall correlation between math anxiety and standardized math achievement is -.31, with correlations of -.30 with high school grades and -.75 with enjoyment of math. → Mark H. Ashcraft and Jeremy A. Krause 2007 q3 i? In the authors' own sample, the correlation between math anxiety and composite WRAT score was -.35, close to the meta-analytic value. → Mark H. Ashcraft and Jeremy A. Krause 2007 (2)

Evidence¶

Mark H. Ashcraft and Jeremy A. Krause 2007¶

Mark H. Ashcraft and Jeremy A. Krause. (2007). Working memory, math performance, and math anxiety. Psychonomic Bulletin & Review, 14(2), 243-248. https://doi.org/10.3758/bf03194059

q3 · i? · review · r2

The review reports correlations from the Hembree (1990) meta-analysis: "a math anxiety correlation of -.30 with high school grades, -.75 with enjoyment of math", and an overall correlation with standardized test achievement of -.31.

"a math anxiety correlation of -.30 with high school grades, -.75 with enjoyment of math, -.64 with motivation to take more math or do well in math, and -.31 with the extent of high school math taken. The overall correlation between math anxiety and individuals’ math achievement, as measured by standardized tests, is -.31"

Mark H. Ashcraft and Jeremy A. Krause 2007 (2)¶

Mark H. Ashcraft and Jeremy A. Krause. (2007). Working memory, math performance, and math anxiety. Psychonomic Bulletin & Review, 14(2), 243-248. https://doi.org/10.3758/bf03194059

q3 · i? · review · r2

The authors' own study of "some 80 undergraduates" measured math anxiety and WRAT performance; "The correlation between math anxiety and the composite WRAT score was -.35", close to the Hembree meta-analytic value.

"we collected scores from some 80 undergraduates on a math-anxiety assessment and also on the Wide Range Achievement Test (WRAT), a standard math achievement test. The correlation between math anxiety and the composite WRAT score was -.35"

Discussion¶

Related Claims¶

• Math anxiety's negative impact on math achievement is limited to more difficult math, emerging around late elementary school content — a narrower finding that bears on this claim
• Enjoyment correlates positively (r = .31), and boredom, mathematics anxiety and test anxiety negatively (r = −.23 to −.28), with mathematics achievement — related
• Math anxiety correlates strongly and negatively with mathematics achievement among third graders — a narrower finding that bears on this claim
• Math anxiety has a small-to-moderate negative correlation with math achievement (r = −.28) in a meta-analysis of correlations from 223 studies — possibly the same claim (merge candidate)
• Intrinsic math motivation is positively correlated with arithmetic skills and negatively correlated with explicitly measured math anxiety in sixth graders — related
• Math anxiety is significantly negatively correlated with math achievement in second and third graders, independent of trait anxiety and IQ — a narrower finding that bears on this claim
• Mathematics achievement correlates more strongly with learners' knowledge, skills and cognitive abilities than with their personality traits, goals or emotions — related
• Math anxiety correlates negatively with math performance at a pooled r = −.30 across 169 independent samples — related
• Test anxiety correlates negatively with math achievement at a pooled r = −.23, weaker than math anxiety's correlation — related